Marc Bangert

University of Music Karlsruhe, IMWI Institute of Musicology and Music Informatics, Faculty Member

Technische Universität Dresden, Institut für Kunst- und Musikwissenschaft, Faculty Member

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Current Position:
Professor of Cognitive Neuroscience of Music,
IMWI - Institute for Music Informatics and Musicology,
University of Music Karlsruhe

Training:
- M.S. (Diploma) in Physics
- Ph.D. in Neurobiology

Previous Professional Affiliations:
- Harvard Medical School
- Max-Planck-Institute for Cognitive and Brain Sciences
- University of Music Hannover
- Hannover Medical School
- University of Music Carl Maria von Weber Dresden

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Howard Nusbaum

University of Chicago

Steven Pinker

Harvard University

Nicola Jane Holt

University of the West of England

Michael Spivey

University of California, Merced

Krishna Prasad Miyapuram

Indian Institute of Technology Gandhinagar

Kristen J Gremillion

Ohio State University

Ruben López-Cano

Escola Superior de Música de Catalunya

Roberto Bresin

KTH Royal Institute of Technology

Armando Marques-Guedes

UNL - New University of Lisbon

Joel Krueger

University of Exeter

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Papers by Marc Bangert

Latenzen audiomotorischer Tonhöhenkorrekturen von Sängern, Posaunisten und Bratschisten

Crossmodal transfer for newly learned finger movements on a piano keyboard

The Auditory-Vibratory Sensory System in Bushcrickets (Tettigoniidae, Ensifera, Orthoptera) I Comparison of Morphology, Development and Physiology

Springer eBooks, 2003

In bushcrickets, complex tibial organs exist in the pro-, meso- and metathoracic legs. In each le... more In bushcrickets, complex tibial organs exist in the pro-, meso- and metathoracic legs. In each leg, the complex tibial organs consist of three scolopale organs: the subgenual organ, the intermediate organ, and the crista acustica. Only in the forelegs are the tibial organs specialized as tympanal organs where the crista acustica and the distal parts of the intermediate organ serve as auditory receptors [51]. In tettigoniids the prothoracic spiracles are the main input for airborne sound. The acoustic trachea transmits sound to the tympanal organs in the proximal tibiae of the forelegs; the vibrations of the tympana are caused by sound acting on the inner surface of the tympanum [25, 31, 9].

Cortical audio-motor corepresentation in piano learning and expert piano performance

Die Hand im Ohr, das Ohr in der Hand. Wie auditorische und sensomotorische Hirnfunktionen beim Klavierlernen verschmelzen

Latenzen audiomotorischer Tonhöhenkorrekturen von Sängern, Posaunisten und Bratschisten

Crossmodal transfer for newly learned finger movements on a piano keyboard

The Auditory-Vibratory Sensory System in Bushcrickets (Tettigoniidae, Ensifera, Orthoptera) I Comparison of Morphology, Development and Physiology

Springer eBooks, 2003

Cortical audio-motor corepresentation in piano learning and expert piano performance

Die Hand im Ohr, das Ohr in der Hand. Wie auditorische und sensomotorische Hirnfunktionen beim Klavierlernen verschmelzen

Anwendbarkeit Ereignis-korrelierter Potentiale (EKP) zur Untersuchung neuronaler Plastizität nach Cochlea Implantat Versorgung

Aktuelle Neurologie, Oct 26, 2005

Anwendbarkeit Ereignis-korrelierter Potentiale (EKP) zur Untersuchung neuronaler Plastizität nach Cochlea Implantat Versorgung

Aktuelle Neurologie, Oct 26, 2005

Inter-individual differences in motor learning and white matter fiber tract architecture

Performance: Rhythm and metre across modalities

When less of the same is more: Benefits of variability of practice in pianists

Variability of practice has been demonstrated to have beneficial effects for motor skill acquisit... more Variability of practice has been demonstrated to have beneficial effects for motor skill acquisition, transfer, and retention. This study extends the line of research to musical practice. Pianists were trained to perform a wide interval leap on the piano with their left hand. Performance at the target distance was tested before and after a 30-minute controlled training. One group (FIX) practiced the target interval only. The other group (VAR) received variable training on four different intervals including the target. Transfer was tested on an interval novel to either group. Retention was assessed in a retest 24 hours later. Leap Distance Error (LDE) and Leap Execution Time (LET) were measured. After training, LDE improved non-significantly in both groups. In the VAR group significant improvement was seen on the next day. This was not the case in the FIX group. In contrast to the FIX group, the VAR group showed significantly faster LET after training compared to baseline, which was ...

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Bpm: beats per minute â tempo is adjusted in order to constrain the duration of each stimulus to 3 sec

Schematic diagram of the training/testing sessions for the piano practice study

Activation changes for a right fronto-temporal selection of electrode sites (F8, F10, FT8, FT10, and T8)

Average error incidences per note of a given melody, divided into pitch errors (note order only), timing errors and dynamics errors

The displayed activation patterns are 'electrical top views' onto the unfolded surface of the head

<b>Copyright information:</b>Taken from "Mapping perception to action in piano p... more <b>Copyright information:</b>Taken from "Mapping perception to action in piano practice: a longitudinal DC-EEG study"BMC Neuroscience 2003;4():26-26.Published online 15 Oct 2003PMCID:PMC270043.Copyright © 2003 Bangert and Altenmüller; licensee BioMed Central Ltd. This is an Open Access article: verbatim copying and redistribution of this article are permitted in all media for any purpose, provided this notice is preserved along with the article's original URL. Electrode positions are indicated by white dots, the color values result from interpolation including the four nearest electrodes for each pixel. (a) Initial DC-EEG in the 17 inexperienced subjects prior to first practice. Normalized data. (b) Activation changes (additional negative potential compared to the baseline (a)) after the first 20-minute practice. (c) Activation changes after 20.5 ± 7.9 days of practice (5 sessions). (d) Activation changes after 38.7 ± 11.6 days of practice (10 sessions). (e) group of 9 professional pianists (accumulated practice time = 19.4 ± 6.7 years) while performing the identical experimental paradigm. Normalized data. In (b), (c), and (d): Upper panel: Beginner group 1 ('map' group, n = 9), lower panel: Beginner group 2 ('no-map' group, n = 8). Subtractive data based on individual potential differences. (f) Color scale for normalized panels (a) and (e); (g) Color scale for subtractive panels (b) through (d).

Latenzen audiomotorischer Tonhöhenkorrekturen von Sängern, Posaunisten und Bratschisten

Crossmodal transfer for newly learned finger movements on a piano keyboard

The Auditory-Vibratory Sensory System in Bushcrickets (Tettigoniidae, Ensifera, Orthoptera) I Comparison of Morphology, Development and Physiology

Springer eBooks, 2003